Program
K-12 Administration Ed.D.
Number of Pages
146
Year Approved
2026
First Advisor
Melanie Keillor
Second Reader
Stacie Stanley
Third Reader
Tracy Reimer
Abstract
Abstract This qualitative study explored the successes, challenges, and lessons learned by elementary principals serving systemically marginalized communities during the COVID-19 pandemic. Through in-depth interviews with nine principals across multiple school districts, the study identified three overarching themes that characterized effective crisis leadership: relationships, well-being, and innovation. Principals described how sustaining strong relationships, prioritizing humanity, and centering trust were essential for navigating trauma, uncertainty, and rapid change. They emphasized meeting basic needs such as food, technology access, health supports, and housing stability as foundational to school continuity. Principals also demonstrated equity-driven responsiveness by removing systemic barriers, adapting communication to diverse cultural and linguistic needs, and mobilizing community partnerships to support vulnerable families. Finally, the principals led significant instructional innovation—reimagining online learning, supporting teachers through new technologies, and maintaining engagement for all learners, including English learners and students with disabilities. The findings highlighted how elementary principals enacted compassionate, adaptive, and community-rooted leadership that transformed schools into hubs of stability and care, revealing important implications for equity-centered leadership practice during future crises. Keywords: adaptive leadership, educational equity, crisis leadership, COVID-19
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Overton, L. E. (2026). Leading Schools Effectively During a Crisis: Lessons Learned from the COVID-19 Pandemic [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1255
Terms of Use and License Information
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